ABOUT US


The Program, which later developed into the Carter School, began in 1971 as a joint city-state project. The Department of Mental Retardation provided the facilities, while Boston Public Schools hired two teachers. At that time, teachers were not accustomed to accepting responsibility for students’ personal care needs, such as diaper changing and spoon- feeding. Consequently, the positions were viewed as more nursing than educational. It is precisely those personal care needs that became the basis for the students’ curriculum. Educational goals were designed to increase independence in these areas so students could be more readily accepted into afterschool activities and other learning opportunities. Progress towards independence, however, was also impacted by effects of medication causing drowsiness, physical movement barriers, and the inability of youngsters to communicate their needs. This inability to communicate often led to misunderstandings and upsets for both student and the community responsible for providing their care. Again these barriers provided a basis for expanding the types of educational services necessary to meet student needs.


Another basic consideration that surfaced in this New Progress School was accessibility into and out of the building. The first site of the school was a vacant house, which proved unviable because doorways were not wide enough to accommodate wheelchairs. An unused church hall on a first floor level was more accessible but did not have telephone service, which for medically involved students, was a safety issue. (Cell phones did not yet exist.) The third available space was in an unused area of the State Hospital accessible for wheelchairs only by a freight elevator. This isolation meant there was not many staff in close proximity in case of a fire to assist with evacuation. The fourth site was a new location at the hospital that: was first floor accessible; had a large bathroom space to accommodate wheelchairs; and did have a telephone extension that required requesting an available outside line. It was through this progression that safety and functional space needs began to become evident as requirements for housing a school that would provide for our students’ needs.


When the school department was required to assume full responsibility for the students with the advent of Chapter 766, it was assumed that the students would be divided in number and enrolled at three separate schools and individual classrooms. Experience, however, had provided another lesson. The needs of the students were so unique to a public school setting that parents and teachers felt that they had a stronger voice when the number of students was larger, and in one place. The Parent Council lobbied, and was given permission to choose the recently vacated, ground level Carter School building as the permanent site for the education of their children. Parent support thus achieved its first very positive impact.


Throughout the years, our experiences surfaced many additional supports and services needed as seen in some examples below:


We are still committed to improving our skills; reflecting and discovering information that will help our student to learn and grow.



Roger D. Mazur
Principal Emeritus
M.Ed Boston University
Teaching Experience: 7 years
Program Director/Principal: 28 years
Marianne Kopaczynski
Marianne Kopaczynski
Principal
C.A.E.S. Boston College
Teaching Experience: 32 years
Principal: 5 years